<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1659-3820</journal-id>
<journal-title><![CDATA[Comunicación]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicación]]></abbrev-journal-title>
<issn>1659-3820</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-38202025000100097</article-id>
<article-id pub-id-type="doi">10.18845/rc.v34i1.8091</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Filosofía de la educación en el siglo XXI: pensamiento crítico y papel del docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophy of Education in the 21st Century: Critical Thinking and the Role of the Teacher]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baltodano Goulding]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>97</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-38202025000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-38202025000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-38202025000100097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe una relación directa entre la filosofía de la educación de cada periodo y las necesidades sociales imperantes. En nuestros días, la adquisición de conocimiento o el acceso a la información están al alcance de la mano, de modo que lo difícil es la habilidad para filtrar y procesar la gran cantidad de información existente. Por esta razón, el razonamiento crítico cobra gran importancia. Este consiste en desarrollar la habilidad lectora, el razonamiento lógico y la argumentación. El proceso de razonamiento crítico está completo hasta cuando las ideas del individuo son sujetas a la revisión por parte de otros. La argumentación como proceso cognitivo se enfrenta a tres momentos fundamentales: el conflicto, la reconstrucción colaborativa del pensar, y el examen de teorías y principios que la sustentan. El papel de la persona docente dentro de la filosofía de la educación actual debe ser el de motivador. Además, tiene que facilitar razonamiento crítico no solo ayudando con los contenidos técnicos propios de un área en particular, sino también con el proceso de razonamiento crítico propiamente. El propósito de la educación depende en gran medida de la perspectiva filosófica que se siga y ha cambiado a lo largo del tiempo. A la luz de las necesidades de la sociedad en este nuevo siglo, es indispensable encontrar un balance entre formar un ser humano feliz y uno capaz de resolver las necesidades específicas de la sociedad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is a direct correlation between the philosophy of education at different time periods and the prevailing social needs. Nowadays, the acquisition of knowledge or access to information is readily available, and the difficulty lies more in the ability to filter and process a sizable amount of information. For this reason, critical reasoning becomes particularly important. Critical reasoning involves developing reading skills, logical reasoning, and argumentation. The process of critical reasoning is not complete until the individual&#8217;s ideas are subject to peer review. Argumentation as a cognitive process faces three fundamental moments: conflict, collaborative reconstruction of thinking, and examination of theories and principles that support it. The professor within the current philosophy of education should be a motivator. Furthermore, they should facilitate the process of critical reasoning, not only aiding with the technical content of a particular area but also with the process of critical reasoning. The main goal of education greatly depends on the philosophical perspective followed and has changed over time. Considering society&#8217;s needs in this new century, it is essential to find a balance between shaping a happy and capable human being and addressing the specific needs of society.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[rol del docente]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[role of the teacher]]></kwd>
</kwd-group>
</article-meta>
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